Artificial Intelligence and Administrative Workload in Remote Educational Services: A Qualitative Study in South Papua

Abstract

Teachers in remote areas often face substantial administrative workloads that limit their focus on instructional activities and educational quality. In recent years, artificial intelligence (AI) has been introduced as a potential support tool to assist teachers in managing routine administrative tasks, This study explores teachers’ perspectives on the use of artificial intelligence (ChatGPT, Gemini, Canva AI and etc) in managing administrative workload in remote educational services in South Papua using a qualitative approach. Data were collected through semi-structured interviews with 6 teachers and 1 school administrators, complemented by document analysis of instructional and administrative records. The data were analyzed thematically to identify recurring patterns, perceptions, and contextual factors related to AI utilization. The findings indicate that AI is perceived as a supportive tool that helps reduce time spent on repetitive administrative tasks, such as lesson planning documentation and reporting. However, the effectiveness of AI utilization is strongly influenced by digital literacy, infrastructure availability, and contextual adaptation to local conditions in remote areas. Teachers emphasize that AI does not replace professional judgment but rather complements their administrative practices. This study highlights the importance of context-sensitive AI integration and provides practical insights for policymakers and educational administrators in designing strategies to support teachers in remote educational settings. The findings contribute to the growing discourse on educational management and technology by presenting empirical evidence from an underrepresented region.